Abstract:

The presentation is based on the results of the qualitative research (12 focus group interviews with school learners, parents, teachers, school administration and support specialists) conducted within the interdisciplinary project “Distance education for children during the Covid-19 pandemic: threats and possibilities from the ecosystemic perspective”. The goal of this project is to comprehensively analyse challenges of distant education to the process of education and its participants (children, parents and educators), threats and possibilities for physical and psychical health, safety and learning success of pre-primary and 1st - 8th formers. The ecosystemic approach suggested by Bronfennbrener & Morris (2007) was chosen as a methodological framework of the research, which allows analysing the following interactions in the context of child and his/her environments: family (micro-system), class and teachers (mezzo-system), school (exosystem), educational and social policy (macro-system) and the period of pandemic (chronosystem) interactions. The interaction between the school and the family is regarded as one of the most relevant interactions in education. The research has revealed that despite the importance of this interaction, a lot of tension and miscommunication occur (Barkauskaitė, 2016; Ciuladiene, Valantinas,  2016; Juskeviciene, Stasiuliene, 2019). The question of this presentation: How did Covid-19-related extreme situation, which disturbed the usual process of education, change communication and collaboration between the family and the school?

Keywords:

School-family collaboration, distance education, Covid -19 pandemic.